Article 2

Designing an Interactive Website to enhance Technical English-majored Undergraduates’

autonomy in learning English for Electrical Engineering and Electronics competency.

Truong Minh Chau, Nguyen Thi Minh Tram

Hanoi College of Industrial Economics, University of Languages and International Studies

chautruong.tieu13169@gmail.com, tramntm@vnu.edu.vn

0986268382, 0915371845

ABSTRACT

The purpose of this research was to outline a development for an interactive website to enhance
technical English-majored undergraduates’ autonomy in learning English for Electrical
Engineering and Electronics (EEEE) competencies. Qualitative data was collected from in-depth
interviews taken in a technical university in Hanoi with EEEE undergraduates, graduates, and
lecturers. The current research findings have shown the learners’ reason for learning the course,
their expectations for the course, their learning method preference, the available sources for the
course and their interest and difficulties. From the collected findings, the expected learning
outcome, website assessments and the instructional plan for the website is created. The
specification of the website includes the development of bilingual news, the exercises for in-class
requirements, the communicative skills development exercise, and other necessary functions
along with the design of the website. The findings from the research may be the references for
the lecturers, educational course developers on improving the ability of learning EEEE with the
supporting technical tool such as an interactive website, as well as on adjusting the learning
course to be more suitable for learners and providing more interactive activities in both realistic
and visual situation.

I. Introduction

Recently, English for Specific Purpose (ESP) such as English for Science and Technology (EST)
has already marked its role in multilingual and digital world. Therefore, the development of the
course relating to EST is necessary. On the other hands, for ages, learning through Internet have
developed, especially learning through a specific website, due to its large amounts of information
and data with diverse appearance attracting learners. With the rapid growth of both EST and
Internet, the inter-relationship between E-learning and ESP course cannot be denied in learners’
process.

Being a part of ESP, English for Electrical Engineering an Electronic course cannot stay out of
the mainstream. Under the experience with the course EEEE, the researcher thoroughly
comprehended and shared the difficulties in learning the course EEEE with English-majored
undergraduates who are overwhelming with a large, diverse but unsuitable-with-purpose among
of information and resources on the Internet. Furthermore, in the situation when the effect of
Covid-19 is spreading throughout the world, each country develops their own E-learning systems
for immediate purpose, as well as for sustainable purpose, the race for achieving higher
improvement of education cannot be ignored. On planning to catch up with the situation,
lecturers and technical English-majored undergraduates find it necessary to develop an
interactive website on technical English, starting with EEEE course in order to enhance learner’s
autonomy.

Thus, to develop an interactive website, a study on learners’, lecturers’ desire is necessary. The
overarching research questions on the current study should be “What are the necessary
specification to enhance learners’ autonomy in learning English for Electrical Engineering and
Electronics?”

Research questions:

What are the undergraduates’ needs of an interactive website designed to enhance their learning
autonomy in English for Electrical Engineering and Electronics?

II. Literature Review

II.1. English for Electrical Engineering and Electronics

Throughout the history, the matter of ESP has been launched, discussed ad researched differently
by various researchers. The definition of ESP has been mentioned according to Hutchinson and
Waters (1987), which is an approach to language teaching in which all decisions as to content
and method are based on the learner’s reason for teaching. Hutchinson and Water (1987) also
classify ESP into two branches: English for Academic Purposes and English for Professional
Purposes including English for Scientific Study (EST), English for Business and Economics and
English for Social Study. Besides the Trichotomy of Hutchinson and Waters, Jordan (1997) is
also divided ESP into two main branches, which are English for Occupational Purposes (EOP)
and English for Academic Purposes (EAP). In the research, due to the time constraint, EST
should be considered under the classification of Jordan (1997), which is a part of English for
Academic Purposes.

In the process of learning EST, the role of English for Electrical Engineering and Electronics
(EEEE) is as important as other fields such as English for Mechanical Engineering and
Materials, English for Information Communication Technology, English for Environmental
Science. However, the definition of EEEE have not been discussed and indicated thoroughly in
literature. The feature of EEEE is concluded based on the current coursebooks relating to EEEE
of Glendinning (1980), Sinclair & Dunton (2007), and the coursebook of a technical university in
Hanoi, Vietnam (2016).

(1) The books mainly developed following content-based orientation, which concentrate on
delivering the learners information on Electrical-relating topics such as Electrostatic
forces, the structure of matter, electric current, electromotive force, electric circuits, DC
generators & motors, etc.
(2) The coursebook concentrate on developing the two main knowledge areas which are
technical terminology and reading comprehension. After attending the course, learners
can comprehend the English documents in the area. However, the role of communicative
skills in each book is not obvious.

In addition, the coursebooks of EEEE are designed mainly towards the lecturers’ experience
rather than learners’ needs and the situation of ESP is changing gradually from academic
orientation into vocational one. Therefore, in the current study, the undergraduates’
competencies including knowledge, skills and attitude (Council of Europe, 2001) in EEEE will
be explored for better understanding of their needs.

II.2. Learning autonomy

ESP, at some extent, is developed according to the learners’ needs, considered under vocational
orientation. As a result, the role of learning autonomy and self-studying should be regarded in
the process of enhancing the learners’ desire to the subjects.
The idea of learners’ autonomy was first developed at the Centre de Recherches et d’
Applications Pédagogiques en Langues (CRAPEL), University of Nancy, France in the early
1970s. According to Little (1991), learners’ autonomy has been a central concern among
theorists of adult education for well over two decades. Holec (1981, p3) defines the term as “the
ability to take charge of one’s own directed learning”. Little (2003) points out more precisely
that “the practice of learner autonomy requires insight, a positive attitude, a capacity for
reflection, and a readiness to be proactive in self-management and in interaction with others”. In
addition, the three basic pedagogical principles underlying autonomy in language learning should
be learner involvement (engaging learners to share responsibility for the learning process),
learner reflection (helping learners to think critically when they plan, monitor and evaluate their
learning) and appropriate use of target language (using the target language as the principal
medium of language learning). In this sense, Holec (1981), Allwright (1990) and Little (1991)
share the agreement that autonomous learners decide what to learn, when and how to learn by
taking responsibility in monitoring their own progress entails the use of self-assessment as one of
the instruments to determine their level of knowledge and skills (Gardner, 1999).

In addition, Holec regards autonomous learning as a double process. On one hand, it relates to
the matter of learning the foreign language, on the others, it is the matter of learning how to
learn. Holec’s definition entails that an autonomous learners could flexibly use their knowledge
and skills outside the immediate context of learning. Hence, autonomous learning could extend
beyond a school context, which is considered as a life-long process of constantly developing
awareness.

II.3. Principles for a website design in developing learners’ autonomy

According to Najeeb (2013), independence and autonomy can be encouraged by giving the
learners tools for success in their future study. These tools include helping the learners to
understand their real goals and to develop skills to enable them to find the answers and
information they need in order to be successful in reaching these goals. Learners need to be able
to have an awareness and understanding of their own learning style and to take these as their
advantages. At the same time, they should be willing to adapt to a more autonomous method of
learning.
There are various recommendations for the design of the course in order to enhance learners’
autonomy. The principles that are to design the completed course for enhancing learners’
autonomy, can be used to apply into designing a website as an extensive source supporting for
the main course.

Reinders (2010) introduces a framework starting from the learners and their actions, which can
be encouraged, modelled and monitored by the teachers. The framework runs through eight
stages: (1) identifying needs, (2) setting goals, (3) planning learning, (4) selecting resources, (5)
selecting learning strategies, (6) practice, (7) monitoring progress and (8) assessment and
revision.

In addition, Cotterall (2000, p.113) has once developed a principle for course which can develop
learning autonomy as follows.

 The input consisted of the motivation, goals, needs, language awareness and language
knowledge of the learners.
 After the process of practice, learners can achieve their results, which could be
considered as the output.
 The output would be given feedbacks and reflection. Then the information collected from
the reflection can be another part of input in order to revise and improve the course.

According to Cotterall (2000), learners’ goals, needs, language awareness and language
knowledge can be reflected by survey. The development of course tasks relating to the matter of
goals, planning learning, selecting resources. The Cotteral and Reinders’ framework includes the
constant elements such as learners’ needs, their goal, their learning plan, etc. The process
includes study learners’ needs, then develop the course. In addition, the role of evaluation and
assessment are mentioned in both frameworks.

Particularly, the framework of Cotterall (2000) and Reinders (2010) can be generalized by the
principles of Backward Design (Wiggins and McTighe, 2006) which is reflected in conducting
research and constructing an interactive website to enhance learners’ autonomy. As a result,
some steps are carried out based on Backward Design (Wiggins and McTighe, 2006) as follows.

(1) Identify the desired results from the participants

(2) Determine acceptable evidences.
 (3) Plans learning experiences and instruction to deal with the needs of the participants,
which is the conclusion for the design of the website.

The design of an interactive website does not aim at developing a complete course, but as an
extensive source supporting for the main course. In brief, in order to develop a course that could
enhance the autonomy for learners, their learning needs and goals should be followed. It means
that the interactive website should relate to both learners’ learning situation and working
environment in the future. The specifications for the website should be considered based on (1)
expected learning outcomes of the course, (2) assessment and (3) instructional plan (teaching and
learning activities and materials). Although the research does not concentrate on developing
course, just an interactive website, the research on the three necessary elements is still required.
Be researching the needs of undergraduates, the ideas and comments from graduates and
lecturers from a technical university in Vietnam, the expected learning outcomes are confirmed.
Then, the assessment and instructional plans for the interactive website as a supporting tool for
undergraduates focusing on EEEE are summarized. Under the consideration on the objectives
and aims of the research, in order to identify the learning outcomes, assessment and instructional
plans necessary for contributing a website, backward design appears to be the most
comprehensive and suitable framework.

III. Research Methodology

III.1. Context of the study

The research took place in a technical university in Hanoi, Vietnam, where the technical English-
majored undergraduates experience the course of English for Science and Technology. The
course of EEEE is one element in the segmental courses. The EEEE course usually took place at
the latter of the second year of undergraduates. The course, which weighs 2 credits, is considered
as a fundamental course for undergraduates in order to learn technical translation and
interpretation in the following semesters. Before taking the course, the undergraduates should be
equipped with the four basic skills (reading, writing, listening, speaking at level B1 in General
English according to Common European Framework of Reference for Languages), as well as
other communicative skills.

The course developed by the School of Foreign Languages includes 12 units about the basic
fields of Electrical Engineering and Electronics. Each unit comprises three parts. The first part is
reading comprehension, which provides technical terms, technical knowledge by a reading
passage and a set of questions. The second part is further practice, which provides some further
knowledge relating to the topic. The key skills of the second part are listening and writing. The
third part is provided at the end of the course, which is a presentation on a chose topic.

III.2. Participants

There were three types of participants: the undergraduates and lecturers from a technical
university in Hanoi, Vietnam and the graduates from the program of that university.

First, 17 English-majored undergraduates whose ages ranged between 19 and 21, participated in
semi-structure interviews. Their results after experienced the course varied. There are five out of
17 participants had not experienced the course EEEE.

Second, five English-majored graduates from the technical university were invited to participate
in other semi-structure interviews. Their ages ranged from 24 to 25. All of them have
experienced the course in the university. Currently, they are working in EEE or technical relating
areas.

Lastly, the participants of the research included two lecturers teaching English for Electrical
Engineering and Electronics in that university. They got M.A degree in English teaching
methodology and had over 15 years of experience in teaching as well as developing the EEEE
program for both technical English-majored undergraduates and basic EEEE for technical
undergraduates.

III.3. Data collection instruments

Qualitative research was chosen as the most suitable research design for the study owing to the
fact that the researcher wants to explore the difficulties from the diverse experience of the
participants, as well as their needs and desire with the course, their emotional, personal thinking
about the course which are not easily expressed in numerous data. As a result, qualitative
research was chosen as the most suitable methodology.

The interview developing process, which consisted of three sections of interview questions for
undergraduates, graduates and lecturers was conducted under the consultations from an expert
with 15 years of experiences in conduction ESP interview. The sets of interview questions were
designed following the structure of Backward Design (Wiggins and McTighe, 2006) with the
purpose of collecting expected learning outcomes and the expectation for website assessment. In
order to check if the questions were suitable and understandable, pilot interviews had been
conducted. After pilot study, the revised sets of questions included the information as follows.

The first set of questions for undergraduates included 7 question which are (1) their personal
information, (2) their reason for learning the course, (3) their expectation about the course, (4)
their learning method preference, (5) their available resources for study, (6) their interest and
difficulties, (7) their suggestions for the website in terms of structure, contents, assessments and
interaction.

The second set of questions for lecturers included 6 questions which are (1) their personal
information, (2) their perspectives under learners’ reason for learning the course and learners’
expectation towards the course, (3) the learners’ learning method preference, (4) their available
sources provided for learners, (5) the difficulties and interest of learners, (6) their suggestions for
the website in terms of structure, contents, assessments and interaction.

The last set of questions for graduates included 6 questions which are (1) their personal
information, (2) their difficulties in experiencing the course, (3) the application of the course
EEEE in workplace, (4) their lacks, (5) the needs of the website and (6) their recommendation
for the website in terms of structure, contents, assessments and interaction.

III.4. Data collection procedure

Before the interviews at least two days, the participants were provided with a set of semi-
structured questions to brainstorm and review what they had experienced with the course. When
starting the interviews, the interviewees were informed that the interviews were recorded to serve
the process of data analysis. The data were conducted in Vietnamese language to ensure the
smooth expression and sharing between the participants and the interviewers. Moreover, during
the interviews, some important information would be taken note.

Each semi-structured interview lasts from 20 minutes to 45 minutes. The data collection was
implemented online through Zoom Meeting due to the impacts of Covid-19 and to ensure the
time flexibility and convenience for the participants.
 III.5. Data analysis methods and procedure

The recordings after the interviews with the participants were saved, transcribed and classified
into each category. First, the researcher listened the recordings and read the note-taking sections
to grasp the overall structure and information. Then, the data collected from the interview was
analyzed qualitatively using qualitative data analysis suggested by Miles and Huberman (1994).
First, the information was classified and coded. Then, the coded information could be identified
in terms of theme and patterns. The researcher also studied the relationship among the responses
of one participants with others. Next, the data were compared, contrasted to indicate the
similarity and differences. Last, the researcher summarized and reported the data towards main
points along with quotations, tables and charts (if necessary) from the transcript to highlight
major information.

IV. Findings and discussion

IV.1. Website expected learning outcomes

The expected learning outcomes were collected and conducted from the perspectives of the
undergraduates, graduates and the lecturers. Some of them would be used to develop the
interactive website based on their necessities and the choices from the learners.

On analysis the learners’ expectation and reason for taking the course as well as the necessary
competencies for the undergraduates and graduates to learn and work effectively, and their
difficulties, the expected learning outcomes for the website could be briefly concluded as
follows.

Firstly, the undergraduates should have the skills of researching information and analyzing data
in order to deal with their learning process and their future careers. Due to the fact that the course
is a compulsory course for undergraduates, 13 out of 17 undergraduates experienced and tried to
pass the course. Nevertheless, one participant might give more than one reason for taking the
course. Six participants gave to reasons including learning due to their future careers and
learning due to their satisfactions. An undergraduate shared her view:

Firstly, I learned the course due to training program of the university, it is a compulsory course.
Secondly, I chose my majority as English for Science and Technology, and EEE is a part of my passion.
 Lastly, the knowledge about the subject will support me with my future careers, as well as it will be
important for daily life. (Under_EEEE_10)
Firstly, it was a compulsory course, then I really liked the course. And in the future, I would like to follow
EEE areas (Under_EEEE_ 7)

Therefore, the website should be designed with two areas to serve the two learning expectations:
passing the course and accumulating necessary competencies for latter careers.

Secondly, the skills of researching and reflecting the materials, reading comprehension skills are
the most important skills, which applied most in both learning and working according to all of
the graduates, undergraduates and confirmed by lecturers. To confirm the role of information
researching, one graduate shared that:

I’m not really satisfied with the knowledge I have achieved at the university, but the soft skills and
communicative skills applied the most frequently in working such as researching and analyzing
information. (Grad_2)
Researching for information is necessary because the course-book is not enough for both learning and
working purpose. It is difficult to understand and lack of illustrations. (Under_EEEE_3)

However, the undergraduates coped with many difficulties such as the abundance of resources,
their understanding towards the unsuitable sources as reflected below.

There are so many websites written with a large number of new words, as a result, I cannot understand
anything (Under_EEEE_3)

Some words seems not to have the equivalence in Vietnamese, I cannot search for Vietnamese information
to read for understand first, but have to learn the definition by heart (Under_EEEE_6)

It was hard for me to search and study the technical resources in the process of self-studying. It was very
rare. (Under_EEEE_7)

In addition, the lecturers expressed their own difficulties when providing resources for learners
that the sources were not enough, and they just based on some familiar sources as follows.

I do not have many resources to provide for my learners, mainly some video clips on Youtube and
searching on Google. In addition, I provided for them some concept maps to have an overview of the
lessons. (Lect_1)

There are many resources available on the Internet such as youtube, how’s that work? And some websites
we have provided for the learners in the references at the beginning of the course. However, the learners
need to evaluate the materials whether they are useable or not. (Lect_2)

As a result, the website should be one of a reliable source or provide the sources for learning and
working process. In addition, the skills for searching and analyzing information such as note-
taking, and some unlimited free sources for learners should be put under consideration.
Moreover, 12 out of 17 learners desire to learn with interactive activities, videos and real models
of each phenomenon or machines.

I would like to have more in-class activities and interaction. If I could learn the course again, I would ask
and share with my friends more often (Under_EEEE_9)

I want to experience some real situation which applying EEEE knowledge to deal with in order to improve
my communicative skills. (Under_EEEE_1)

As a result, the development of video clips, pictures, illustration and real models appeared on the
website should be put under consideration.

Secondly, the idea was agreed by 15 out of 17 undergraduates that they should accumulate
enough technical terms and technical knowledge to pass the course, serve the latter courses and
furthermore, the serve for their future careers. This outcome is based on the reason for learning,
learners’ expectation and their difficulties during the course.

The terminology system of this course is dense and too difficult to remember. One term seems to relate to
the whole system or working principles. However, when doing the final test, the learning of technical terms
seems not to be used effectively (Under_EEEE_1)

I wasted a lot of time and effort in researching the working principles, but I still did not understand
anything (Under_EEEE_8)

Thirdly, according to all the five undergraduates and the two lecturers, the undergraduates should
be equipped with communicative skills such as writing emails, presentation, especially in EEEE
areas, and in dealing with EEE situation. One of the graduates shared the problem with the
undergraduates at his company.

There are many problems with the undergraduates or the trainees in my company. There are many things
for them to improve and study at both knowledge and communicative skills. However, I found that they are
sometimes so confident with their ability that they make some mistakes which relate to others’
responsibility. Some of them do not want to improve or learn anything new. They just said that at school,
we did not learn. This work does not relate to their majority (Grad_1)

On agreeing with the graduates in terms of communicative skills, the lecturers also highlighted
their purposes towards the course:

I would like to mention that attitude is the most important at workplace. The undergraduate should be
aware that the course is necessary and helpful for their future careers to learn effectively and research the
material thoroughly to serve for their jobs. I could see that only 30-40% of undergraduates could meet the
requirement for the course. (Lect_1)

Hence, the website should be equipped with communicative skills such as writing emails,
presentation, especially in EEE areas and in dealing with EEE situation. The website should
provide some email samples in business situation and in working. Moreover, some video clips
should be provided to help the undergraduate analyze and improve their presentation skills.

Fourthly, learners should be active in interaction with each other, with the lecturers as well a
with the headhunters or recruiters. The participants did not mention obviously during their
interviews. However, based on the difference among learners’ expectation for the course, the
purpose of the course the lecturers providing for the interviewer and the needs from workplace, it
could be concluded that the inter-relationship among learners’ competencies, courses’ purpose
and workplaces’ needs is important.

For example, the learners may share their expectation during the course is to develop their
English skills, accumulate more terms and knowledge as follows.

I wanted to accumulate knowledge and terms relating to Electrical Engineering and Electronics for my
future careers (Under_EEEE_1)

I wanted to be able to comprehend, translate and interpret the Electrical Engineering and Electronics
documents (Under_EEEE_8)

I wanted to accumulate and gain enough knowledge and skills to apply in dealing with some situation
relating to EEEE (Under_FM_1)

In contrast, the lecturers confirmed that their purpose was not just four basic skills and
knowledge but researching information, communicative skills and learners’ attitude
improvement.

The course is the foundation course for the latter one, as a result, the course requires undergraduates’
attitude of researching information and hard-working rather than providing technical knowledge. The
undergraduates just need the ability of absorbing technical knowledge and developing their learning
methods for ESP. (Lect_2)

On the other hand, the graduates provided another point of view at workplace.

I think the undergraduates should pay more attention on improving their communicative skills such as
writing email, presenting and dealing with others rather than only learn technical knowledge. The
knowledge from the university is just the foundation for further study in their career. For example, you
should know how to understand the working principles of the machines from researching materials rather
than study thoroughly about only one machine. Technology alternates daily. (Grad_3)

Thus, the website should pay more attention on interaction among the users by creating some
rooms and virtual space to discus and share what they have already known with each other.
Some situations, the learners may interact with alumni and headhunters or recruiters to learn the
companies’ needs and requirements for their participants in the future.
In brief, the design of the website should focus on developing the website as a resource for
undergraduates to researching and study technical materials. Then the website should serve for
both the purpose of passing the course and accumulate enough necessary competencies for
undergraduates. Next, some communicative skills such as writing emails, presentation should be
put under consideration. Last but not least, the website should be interactive enough for the
undergraduates to interact with a variety of people.

IV.2. Website assessment

15 out of 17 undergraduates desired to have an evaluation system for their exercises and
performance after doing the given task. They wanted to know whether their performance were
effective or not, and how they should improve, which refers to the formative assessments.

I would like the website to provide the comments part after each post. I want the others help me improve
my essays. They may discuss and share their knowledge with me. For example, when I upload my video
clip or my writing piece, I hope that I may receive users’ feedbacks and comments. (Under_EEEE_10)

However, other participants recommended other assessment methods, which refers to summative
assessments which are multiple-choice, gap fillings and true/false statements exercise with
answer key and explanation for correct and incorrect answers.

I hope that for each lesson, I can receive my result under point out of total points, the total percentages I
have marked in the given lesson. (Under_EEEE_2)

Moreover, the lecturers added that the learners should be encouraged and improved during their
process of self-learning.

I cannot imagine what you are going to do with the website. However, the learners are very dynamic, yet
sensitive. You can consider some way to encourage them to learn and do the given tasks more frequently.
(Lect_1)

Although the assessment for a website can be limited compared to a fully developed course, the
aim of the website is to enhance learners’ autonomy and their desire of being able to interact
with others, an interactive website as a supporting tool is still adaptive bd be able to satisfied the
undergraduates’ needs.

IV.3. Website instructional plans

Recommendations regarding website content with suggested based on the suggestions from te
learners and the expective learning outcomes above.
 a) Bilingual reading comprehension documents

The bilingual reading comprehension documents is developed based on the difficulties of 15 out
of 17 undergraduates in comprehending technical knowledge, memorizing technical terms and
developing reading comprehension skills in EEE situation from expected learning outcomes. In
addition, the bilingual news is expected to deal with the problems of researching reliable
resources from the undergraduates, graduates and lecturers with updated news of innovative
technology in the world. The source of bilingual news may come from some popular source such
as well-known news website, scientific books, etc. Some videos and illustration will be provided
and may be translated in Vietnamese or provide some noticeable illustrations or real models to
enhance learners’ curiosity about the equipment, which stimulate their studying and researching.

b) Exercises with technical knowledge and terms

The expected learning outcomes show that the learners should pass the course and accumulate
enough competencies for latter course. Therefore, to meet their very first requirement of having
high score and passing the course, the website should balance between learning and working
purpose. Although the participants suggest different appearance, design for the website. They all
agreed that the design should be attractive, readable, and simple for the users with the following
exercises.

(1) According to the difficulties of 15 undergraduates in comprehending the nature of

technical knowledge and the recommendation from one undergraduate and one graduate
on the effectiveness of Vietnamese documents, the Vietnamese documents will be
provided to help the undergraduates gain an overview.
(2) The English technical terms relate to the topic with both Vietnamese and English
explanation, some terms should be provided with illustration, pronunciation and example
to deal with the difficulties of 15 undergraduates on learning and finding equivalence in
Vietnamese and English terms.
(3) Due to the fact that 15 undergraduates faced with the problems of memorizing mentioned
in expected learning outcomes, the drag and drop exercise may help the learners
memorize them more easily and attractively.
(4) 12 out of 17 undergraduates agreed that the collaboration and diversity of exercises are
more attractive than only focusing on one type like true/false statement, multiple choice
 or gap fillings. Hence, the documents should be equipped with diverse activities.
Assessment and evaluation step for the website should be developed in this part.

Moreover, the design for each part in the exercises will be vivid and colorful, controlled by the
rules of using color to help the learners brainstorm in an effective way and memorize the
knowledge, as well as technical terms more efficiently.

c) Communicative skills exercise on the website

According to five undergraduates, two lecturers, communicative skills such as writing emails (4
out of 5 graduates) and presentation (2 graduates and 2 lecturers) should be put under
consideration. The website may provide some samples for writing email based on real situation
or some other official documents such as reports, action minutes, etc. The users can take some
samples as references, imitate and share their exercises with others to create formative
assessments among learners.

d) Other functions
 Register and Login features
Six out of 17 undergraduates suggested that the website should have the interaction
between users – users, administrators – users. As a result, the register and login feature
are important.
 Creating users’ own technical terms library based on their account
One undergraduate provided a helpful suggestion to improve their learning methodology
for technical terms, which is to create term saving function, which can also solve the
problem for memorizing technical terms for undergraduates.
 Connecting with other social networks to wide-open the website ecology to attract human
resource, job hunts
All undergraduates show that it is obvious that not only the interaction among learners –
lecturers and graduates, the website desire to deliver the connection with the human
resources about EEEE in all over the country, which helps learners stay up-to-date with
the companies’ requirements and needs.
IV.4. Discussions and summary
To sum-up, the data gathered from the in-depth interview are analyzed. The expected learning
outcomes were concluded under the consideration of the researchers on learners’ reason for
learning the course, their expectation, learning method preference, the available sources for study
and the learners’ interest and difficulties. Therefore, the development and specification for the
website lies on the balance between learning and working knowledge for undergraduates’ needs,
the requirement from the training program and the requirement from the workplace. In
accordance with the specifications, the researcher offers the contributions of the websites
regarding to four main ideas (1) the development of bilingual news to enhance technical
knowledge, material researching, (2) the exercises to meet learners’ needs for in-class
requirements, (3) communicative skills for their future careers, and (4) the necessary functions
and the design of the website to interact with the users.

Under the consideration with other research such as Klimova (2015) whose research focus on
developing the criteria to contribute an ESP website, the researcher could find out that the
website contribution is similar with some criteria given in the finding parts. For example,
Klimova (2015) mentioned the comprehensiveness of materials and the links to other suitable
materials in the research, which is similar to the development of bilingual news part, which is
collected from many sources to provide a reliable source for learners. Klimova (2015) also
mentioned the learners’ own pace of study which refers to the self-assessment, their motivation.
However, Klimova’s research did not focus on only EEEE, but all ESP areas. As a results, under
the comparison and contrast, the researcher could find the similarity and improvement for the
latter one. Sharing the similar areas, Halim et al. (2019) also developed the E-learning media for
ESP Learning. However, the research from Halim et al. (2019) refers to the development of the
interface for the website with detailed criteria rather than focusing on detailed content of a
specific websites. Nevertheless, the researchers should focus on the criteria for interface of the
website to enhance better accessibility for learners.

V. Implications and conclusion

The research has answered the research questions from the perspective of learners, lecturers, and
graduates. The specification for the website has been summarized and outlined based on
expected learning outcome
The specifications of the website should be concluded that it would be developed to help the
learners both in their daily studying at the university and in their preparation for future careers.
In addition, the website should provide n interactive environment to enable the learners to
interact, communicate with each other. Furthermore, the illustration of the technical elements on
the website should be systematic and well-organized to encourage the learners in learning and
returning to the website due to its necessities.

To conclude, it is hoped that the study will be useful for EEEE course developers and lecturers to
make appropriate adjustment to the course design, teaching respectively and for the website
developers regarding to design a specific website to learn EEEE in practical and to learn EST in
general. The research may be used the references for the lecturers, educational course developers
on improving the competencies of learning EEEE with the supporting from technical elements
such as websites to design, adjust the learning course to be more suitable and provide more
interactive activities in both realistic and visual situation.

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